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Review Qualitative Articles
BTM 8108, Assignment 6 DuBose, Justin Z. Dr. Craig Martin 26 August 2018 Introduction This paper will examine five qualitative articles and studies on a variety of academic subjects. These articles will be examined individually, and their topic, problem, design, and findings will each be identified and explained. This is to further and better understand qualitative research, the design and methodology employed, and the outcomes and aims of the researcher. Article One The first qualitative article addressed the perceptions of Chinese students regarding university life in the United States of America (Tang, Collier, & Witt, 2018). The problem being researched was exploring the motivation for pursuing degrees in the United States, student expectations of life in the United States, and post-graduation plans. This study recruited students who were already enrolled in Chinese colleges but who had plans to travel to the United States to further their education. These students were already enrolled in a summer institute which was designed to expose them to American culture and the American system of higher education to prepare them for their transition. The students all came from a variety of geographic locations in China and data was collected on them for the purposes of recruitment at a large research university in the Midwestern United States. Students were targeted based on their declared major, with business and engineering majors serving as the screening criteria for selected students. In total, sixty students were selected, fifty-one females and nine males. As the study noted, “forty of them majors in business, 16 in mechanical engineering, one in education, one in psychology, and one in architecture” (Tang, Collier, & Witt, 2018). Research findings from interviews with selected students suggest that these students expect classes in the United States to be more difficult than in China. This was due to two factors: a different learning environment and a different language. Additionally, the students expressed a desire to develop relationships with American students but had pre-conceived notions that this would be challenging. As far as post-graduate plans, it was discovered that parental expectations served as the greatest determining factor for what students planned after graduation. Article Two The second qualitative article purposed to determine “what reflections the Syrian asylum seekers have on school culture in a primary school, which is also used as a Temporary Training Center (TTC) in the capital city of Turkey, Ankara” (Arslangilay, 2018). In other words, this studied Syrian refugees who were emigrating into Turkey and assimilating into Turkish primary schools and the effect of such immigration on primary school culture. Thus, the research problem being addressed in this qualitative study is: how does Syrian immigration impact the culture of Turkish primary schools? The design of this qualitative study was to interview participants with a semi-structured form prepared with descriptive analysis technique. In total, there were twelve research participants which included two school administrators, five Turkish parents, and five primary school teachers. Research findings concluded that Syrian families did bring about “some changes in the school culture” (Arslangilay, 2018). Despite these small cultural changes, it was discovered that there were no major issues associated with immigration which researchers credited to school leadership. It was also concluded as experience with immigration increases, cultural changes will gradually decrease. Article Three The third article addressed online learning management systems in the classroom and their effectiveness as determined by those teachers implementing and operating such programs (Sonmez & Koc, 2018). Specifically, the research problem investigated by the researcher is “what and how teachers and students think about and experience with learning management systems based on their actual usage” (Sonmez & Koc, 2018). Researchers in this study are seeking to better understand the perceptions of both students and teachers of learning management systems in order to discover the degree to which they are effective and any untapped potential. The design of this research included the collection of data through semi–structured interviews and analyzed through content analysis technique. The Nvivo 7.0 software was used as the tool for conducting data analysis. Researchers interviewed twenty-five college students at a university in Turkey. These students were selected based on their major of Computer and Instructional Technology Education. Research findings concluded that most research participants indicated that the Moodle platform for online education was “user–friendly, beneficial and enhancer for interaction with both instructor and course content” (Sonmez & Koc, 2018). Of those available functions on the Moodle platform, participants indicated three functions as being the most effective: forum, assignments, and resources. Researchers also concluded that course registration was the most technologically challenging aspect to the platform. Furthermore, it was discovered that certain mathematical functions were more effectively served by face-to-face classroom instruction than by online learning management systems. This was due to the added benefit of personal and specific addressing of questions by teacher which were unable to be addressed by the online learning management system. Article Four The fourth qualitative research article addressed the issue of young migrant workers searching for work opportunities in the major city of Chiang Mai in Northern Thailand and their movement across the border (Tangmunkongvorakul et al., 2017). More specifically, this research examines and describes their “sexual behavior, lifestyles, relationships and experiences with youth-friendly sexual and reproductive health (SRH) services” (Tangmunkongvorakul et al., 2017). The specific research problem being addressed her is the sexual reproductive health issues of young Thai migrant workers to Chiang Mai in their efforts to obtain and maintain employment. This qualitative study was designed using focus group discussions comprised of these young migrant workers. Each of these young migrant workers were between the ages of fifteen and twenty-four years of age and lived in urban Chiang Mai. Six focus group discussions were constructed which were comprised of a total of eighty-four participants. Forty-three participants were male and forty-one were female. Each focus group discussion consisted of ten-to-fifteen people. Research findings concluded that several issues existed which contributed to low condom use among these young migrant workers. Chiefly, a lack of parental controls and a constant “pressure to assimilate into Thai society” were major contributing factors to sexual behavior and low condom use (Tangmunkongvorakul et al., 2017). It was also concluded that an easy access to social media and other communication technologies combined with a “limited knowledge and access to sexual and reproductive health (SRH) services interplayed to shape lifestyle and sexual behaviors, including low condom use among young migrants” (Tangmunkongvorakul et al., 2017). Article Five The fifth qualitative research article explores the condition of Tinnitus and its prevalence among military Veterans (Tuepker et al., 2018). Specifically, the research addresses the problem of Progressive Tinnitus Management as an effective care solution for Tinnitus sufferers. This study “was designed to address a gap in knowledge of PTM clinical implementation to date, with a focus on factors facilitating or hindering implementation in VHA audiology and mental health clinic contexts, and whether implementing sites had developed intervention adaptations” (Tuepker et al., 2018). This qualitative study was designed by conducting a series of interviews with twenty-one “audiology and mental health clinicians and service chiefs across a regional service network” (Tuepker et al., 2018). These interviews were then transcribed and coded using analytic coding software. These codes were then developed into larger themes and placed within existing research frameworks. This research concluded that Progressive Tinnitus Management was not prioritized highly by clinicians and audiologist in the region surveyed. Furthermore, it was discovered that health care providers lack the means and capacity for implementing Progressive Tinnitus Management in their area of operation. In those areas where Progressive Tinnitus Management was prioritized and executed, it was delivered due to the health care provider recognizing the unique value of the treatment to those suffering from Tinnitus. It was also concluded that in those areas where Progressive Tinnitus Management was implemented, a flexible adaptation produced the most effective results. For example, a shifting back and forth of individual to group sessions proved to be effective as well as a combining of sessions when required. References Arslangilay, A.S. (2018). “The reflection of immigration on school culture: A qualitative study”. International Journal of Instruction, 11(2), 585-602. Retrieved August 26, 2018, from http://e-iji.net/ Sonmez, E. E., & Koc, M. (2018). PRE–SERVICE TEACHERS’ LIVED EXPERIENCES WITH TAKING COURSES THROUGH LEARNING MANAGEMENT SYSTEMS: A QUALITATIVE STUDY. Turkish Online Journal of Distance Education, 19(2), 101-116. Retrieved August 26, 2018, from http://tojde.anadolu.edu.tr/ Tang, X., Collier, D.A., & Witt, A. (2018). “Qualitative study on Chinese students’ perception of U.S. University life”. Journal of International Students, 8(1), 151-178. Retrieved August 26, 2018, from https://jistudents.org/ Tangmunkongvorakul, A., Musumari PM, Srithanaviboonchai K, Manoyos V, Techasrivichien T, SuguimotoSP, et al. (2017) "When I first saw a condom, I was frightened": A qualitative study of sexual behavior, love and life of young cross-border migrants in urban Chiang Mai, Thailand. PLoS ONE 12(8):e0183255.https://doi.org/ 10.1371/journal.pone.0183255 Tuepker A, Elnitsky C, Newell S, ZauggT, Henry JA (2018) “A qualitative study of implementation and adaptations to Progressive Tinnitus Management (PTM) delivery” PLoS ONE 13(5): e0196105.https://doi.org/10.1371/journal. pone.0196105
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BTM 8108, Assignment 5 DuBose, Justin Z. Dr. Craig Martin 19 August 2018 Introduction Qualitative research is a type of research utilized by researchers seeking to understand how events impact actors and how actors interpret such events (Suddaby, 2006). In accomplishing these objectives, four methods of data collection are used for gathering qualitative information: interviews, observations, documents, and audio-visual materials (Creswell & Poth, 2018). Each of these four methods can be utilized within five different types of qualitative studies. These five qualitative studies are narrative, phenomenological, grounded theory, ethnography, and case studies (Creswell & Poth, 2018). This proposal will be for a qualitative study designed utilizing case study research. Relevance of Study As the modern workforce continues to diversify with older generations continuing to work and younger generations matriculating into the workforce, organizational leaders face the problem of leading an increasingly diverse workforce (Al-Asfour, 2014). Additionally, as the modern workplace increases in the development and implementation of technology and broadens its geographic footprint, organizational leaders will continue to be pressed to hone their expertise as technological leaders (Al-Asfour, 2014). Furthermore, research has additionally concluded that the technological work environment has created additional need for research in this field. Recent research on e-leadership has been conducted in a variety of fields to include schools (Cheong, 2016; Chua, 2017; Clark, 2017), university faculties (Nadolny, 2013) the government sector (El Khouly, 2014), communication professionals (Jiang, 2016) and Information Technology (IT) professionals (El-Sofany, 2014; Verma, 2016; Zhang, 2015). Each researcher, while acknowledging the contribution of their study to their field, noted the need for additional research in other areas and locations where e-leadership was utilized. This combination of factors presents a unique set of challenges to the twenty-first century organizational leader, identified as an “e-leader” (Avolio, 2014; Brooks, 2010; Savolainen, 2014; Sharma, 2015; Verma, 2016), which require a unique set of skills in order to lead organizations effectively. What is E-Leadership? Scholars have defined e-leadership as the style of leadership by those leaders who mainly use “technological mediation in their leadership work” (Savolainen, 2014). The need for this technological mediation could be the result of either cultural or geographic challenges (Avolio, 2014). Due to these technological, cultural, and geographic challenges, e-leaders face the unique dilemma of communicating with their workforce from remote locations rather than in-person (Mackenzie, 2010). Chua (2017) noted that e-leadership was the exercise of social influence by means of information and communication technology for the purpose of producing change in performance and behavior in individuals and organizations. Garcia (2015) pointed to the creation of new leadership terms such as e-visioning, e-charisma, e-ethics, e-trust, e-culture and e-communication to highlight the rise of e-leadership. This unique leadership style, he argues, is both a refinement of traditional leadership skills and the development of entirely new leadership skills in the technology-saturated workplace. Research Problem, Purpose, & Questions The research problem being addressed in this proposal is this: What are the critical imperatives of e-leadership in developing and influencing deep, meaningful relationships between organizational e-leaders and followers? Several recent studies have recognized this gap in e-leadership literature and have communicated the need for further research in these areas (Avolio, 2014; Mackenzie, 2010; Patchanee, 2011; Lilian, 2014; Chua, 2017). The purpose of this qualitative proposal, therefore, is to examine the nature of relationship dynamics in the virtual workplace between e-leader and follower and establish an effective leadership theory and methodologies for the e-leader to develop intimacy and trust in both individual relationship and organizational culture. This purpose will be accomplished by face-to-face interviews with 40 virtual team members and 10 e-leaders from 3 different organizations. To adequately address the research problem and fulfill the research purpose, the following research questions are posed and answered throughout this study: 1. How do face-to-face meetings between e-leader and individual virtual team members correlate to an increase in team member interactions? 2. What are the effects of professional development sessions between e-leader and individual virtual team members on team performance? 3. In what ways do individual coaching sessions between e-leader and individual team members correlate to improved team performance? 4. How do e-leaders of virtual teams effectively cultivate a culture of intimacy and trust? 5. What methods of digital communication are most effective in developing relational intimacy between e-leaders and workers? Qualitative Design As the purpose of this qualitative proposal is not simply to describe the subjective experience of either the e-leader or follower in their subjective relational experience, but rather to establish effective methodologies for impactful relational e-leadership, the qualitative design of grounded theory research will be employed (Creswell, 2013). As grounded theory research emphasizes the “interactions and social processes of people” (Creswell, 2013), it is an appropriate design for a qualitative proposal in which the purpose is to establish theories and methodologies which seek to positively influence virtual interactions and social processes between e-leader and follower. Population & Sample For this qualitative proposal, face-to-face interviews will be conducted with 100 virtual team members and 10 e-leaders from 3 different organizations. For the purposes of this proposal, virtual team members are defined as employees of the organizational who are grouped into small teams of 5-10 employees and who are spread out geographically and only connected through technological means. Lilian (2014) and Serban (2015) have recently researched this issue of e-leadership of virtual teams and concluded that relational and leadership dynamics are greatly impacted by virtual communication as opposed to personal, face-to-face communication. This highlights the need for further research to be conducted within these organizational populations and samples. Data Collection & Protection of Human Subjects While various data collection instruments have been employed in e-leadership research, face-to-face interviews were used by several research teams while studying this subject (Cheong, 2010; El-Khouly, 2014; Ferguson, 2016; Kiesenbauer, 2015; Nadolny, 2013). This data collection methodology is preferable for this study over electronic surveys or electronic or telephonic interviews primarily because it allows the researcher to gather more data for field notes including facial expressions, non-verbal communication, tonality when responding, and additional personal interaction that would unable to be gathered or observed using electronic or other data collection methodologies. Data Analysis Since the data will be collected in the form of-face-to-face interviews with these workers, the data to be analyzed will their responses to questions asked by the researcher. Additionally, other field notes gathered by the researcher in the form of non-verbal communication will be gathered and compiled as well. Creswell (2013) suggests a “zigzag” pattern of data analysis whereby data is gathered in smaller, more manageable groupings of 20-25 interviews. Those responses are then taken from the research field and back to the office to be analyzed. The researcher would then form categories based upon those responses. Once the data from those 20-25 interviews have been thoroughly analyzed and categorized, the researcher would then go back to the field for another round of data collection, and then back to the office again for further data analyzation. Once all the data has been collected and categorized, the researcher will then begin to “code” the data, combing through the categories to form larger, thematic categories (Creswell, 2013). These major categories will then undergo further analyzation during which process the elements or factors which caused these major categories to emerge will be extracted (Creswell, 2013). Finally, strategies and methodologies can be developed to formulate the new theory which will address the research problem and fulfill the purpose of the research. This form of data analysis will be employed throughout this qualitative proposal. Issues of Trustworthiness To minimize bias on the part of the researcher, steps will be taken throughout the proposal to ensure trustworthiness in the research being conducted. Firstly, the 50 workers and e-leaders will be randomly selected from the entire pool of employees within the organization. A balance of male to female employees will be selected as will a diverse selection of ethnicities and multi-generational employees. This sampling of employees will address this issue of trustworthiness in the research. Additionally, each participant in the research process will be thoroughly briefed about the nature and purpose of the research being conducted. This briefing process will ensure that each participant is fully aware of not only the purpose of the research being conducted, but their role in it and the confidentiality built into the research process. The researcher will ensure that all responses to interview remain anonymous and confidential and each research participant will only be identified by an individual number, the number of the virtual team to which they are assigned, and the number of the organization of which they are a member. For the 10 e-leaders being interviewed in this process, the same steps will be taken throughout the research process for these same purposes. Conclusion This qualitative research proposal is being conducted to address the problem of discerning what the critical imperatives of e-leadership are in developing and influencing deep, meaningful relationships between organizational e-leaders and followers. By conducting 60 face-to-face interviews with both e-leaders and followers within three different organizations, data will be collected and analyzed for the purpose of developing a new theory regarding effective e-leadership in developing intimacy and trust in both individual relationship and organizational culture. References Al-Asfour, A. & Lettau, L. (2014). “Strategies for Leadership Styles for Multi-Generational Workforce”. Journal of Leadership, Accountability, and Ethics, 11(2), 58-69. Retrieved August 19, 2018. Avolio, B., Sosik, J., Kahai, S., Baker, B. (2013). "E-leadership: Re-examining transformations in leadership source and transmission". The Leadership Quarterly, 25(1), 105-131. Retrieved August 19, 2018. Brooks, R. (2010). 'The Development Of A Code Of Ethics: An online classroom approach to making connections between ethical foundations and the challenges presented by Information Technology'. American Journal of Business Education, 3(10), 1-13. Retrieved August 19, 2018. Cheng, X., Fu, S., de Vreede, G. (2017). “Understanding trust influencing factors in social media communication: A qualitative study”. International Journal of Information Management, 37(2), 25-35. Retrieved August 19, 2018. Cheong, P., Shuter, R., Suwinyattichaiporn, T. (2016). 'Managing student digital distractions and hyperconnectivity: Communication strategies and challenges for professorial authority' Communication Education, 65(3), 272-289. Retrieved August 19, 2018. Chua, Y.P., & Chua, Y.P. (2017). How are e-leadership practices in implementing a school virtual learning environment enhanced? Computers & Education, 109, 109 –121. Retrieved August 19, 2018. Clark, K. (2017). "Managing Multiple Generations in the Workplace". Radiologic Technology, 88(4), 379-398. Retrieved August 19, 2018. Creswell, J.W. (2013). Five qualitative approaches to inquiry. In Qualitative inquiry & research design: Choosing among five approaches (pp. 69-110). Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: Sage. El Khouly, S., Ossman, M., Selim, M., & Zaghloul, M. (2014). “Impact of E-Leadership on Leadership Styles within the Egyptian Government Sector.” Competitive Forum, 12 (1), 131 –140. Retrieved August 19, 2018. El-Sofany, H., Alwadani, H., & Alwadani, A. (2014). “Managing Virtual Team Work in IT Projects: Survey”. International Journal of Advanced Corporate Learning, 7(4), 28-33. Retrieved August 19, 2018. Garcia, Ingrid. (2015) “EMERGENT LEADERSHIP: IS E-LEADERSHIP IMPORTANCE IN THE QUALITY OF VIRTUAL EDUCATION?” RIED. Revista Iberoamericana de Educación a Distancia. 18, 25-44. Retrieved August 19, 2018. Kiesenbauer, J. & Zerfass, A. (2015). 'Today's and tomorrow's challenges in public relations: Comparing the views of chief communication officers and next generation leaders'. Public Relations Review, 41(4), 422-434. Retrieved August 19, 2018. Lilian, S.C. (2014). 'Virtual teams: opportunities and challenges for e-leaders'. Contemporary Issues in Business, Management and Education, 110, 1251 - 1261. Retrieved August 19, 2018. Mackenzie, M.L. (2010). 'Manager communication and workplace trust: Understanding manager and employee perceptions in the e-world'. International Journal of Information Management, 30, 529-541. Retrieved August 19, 2018. Nadolny, L., Woolfrey, J., Pierlott, M., & Kahn, S. (2013). “SciEthics Interactive: science and ethics learning in a virtual environment”. Educational Technology Research & Development, 61(6), 979-999. Retrieved August 19, 2018. Patchanee, M. & Servaes, J. (2011). 'The media use of American youngsters in the age of narcissism: Surviving in a 24/7 media shock and awe – distracted by everything'. Telematics and Informatics, 28, 66-76. Retrieved August 19, 2018. Savolainen, T. (2014). Trust-Building in e-Leadership: A Case Study of Leaders' Challenges and Skills in Technology-Mediated Interaction. Journal of Global Business Issues, 8(2), 45-56. Retrieved August 19, 2018. Serban, A., Yammarino, F., Dionne, S., Kahai, S., Hao, C., McHugh, K., Sotak, K., Mushore, A., Friedrich, T., & Peterson, D. (2015) “Leadership emergence in face-to-face and virtual teams: A multi-level model with agent-based simulations, quasi-experimental and experimental tests”. The Leadership Quarterly 26 (2015) 402–418. Retrieved August 19, 2018. Sharma, S., Lomash, H., & Ba wa, S. (2015) 'Who regulates ethics in the virtual world?'. Science And Engineering Ethics, 21(1), 19-28. Retrieved August 19, 2018. Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633-642. Retrieved from http://amj.aom.org Verma, P., Mohapatra, S., & Lowstedt, J. (2016). 'Ethics Training in the Indian IT Sector: Formal, Informal, or Both?' Journal of Business Ethics, 123(1), 73-93. Retrieved August 19, 2018. Zhang, H., Luo, X., Liao, Q., & Peng, L. (2015). “Does IT team climate matter? An empirical study of the impact of co-workers and the Confucian work ethic on deviance behavior”. Information & Management, 52(6), 658-667. Retrieved August 19, 2018. Create a Discussion Section
BTM 8108, Assignment 4 DuBose, Justin Z. Dr. Craig Martin 12 August 2018 Introduction Qualitative research is a type of research utilized by researchers seeking to understand how events impact actors and how actors interpret such events (Suddaby, 2006). In accomplishing these objectives, four methods of data collection are used for gathering qualitative information: interviews, observations, documents, and audio-visual materials (Creswell & Poth, 2018). Each of these four methods can be utilized within five different types of qualitative studies. These five qualitative studies are narrative, phenomenological, grounded theory, ethnography, and case studies (Creswell & Poth, 2018). This proposal will be for a qualitative study designed utilizing case study research. Grounded theory research Grounded theory research was first developed by Glaser & Strauss (1967) and was formulated as a response to “the extreme positivism that had permeated most social research” (Suddaby, 2006). Grounded theory research is a holistic examination of individual interpretations of truth. Grounded theory research argues that “scientific truth results from both the act of observation and the emerging consensus within a community of observers as they make sense of what they have observed” (Suddaby, 2006). The aim of grounded theory research is to discover such scientific truth by observation, interviews, and other means of data collection and subsequently translating such data into statements about causal relationships between actors (Suddaby, 2006). Mertens (2015) noted that qualitative research utilizes the researcher as the primary means of data collection, whereas quantitative methodology utilizes other means (survey, interview, questionnaire) for data collection. In this proposal, the researcher will serve as the primary means of data collection to discover these causal relationships. These causal relationships will then form the basis of theory-generation which contribute to the field of study (Hussein et al, 2014). Unlike other methodologies, grounded theory research does not start with a hypothesis which is being examined and tested. Rather, the researcher begins with a problem and question, collects data from participants, and, lastly, generates a hypothesis (Strauss & Corbin, 1990). As Creswell & Poth (2018) noted, qualitative research should conclude with an “action agenda for reform that may change the lives of participants” once the research problem has been examined, participants have been observed and interacted with, and a conclusion has been reached. E-leadership of virtual teams The phenomena under investigation in this mini-proposal deals with e-leadership of virtual teams. E-leadership is an academic field of study that has emerged since the turn of the millennium (Savolainen, 2014) which involves organizational leadership of highly technological structures stretched over different cultures and geographic regions (Avolio, 2014). These widely dispersed organizational structures led to the advent and implementation of virtual teams (Lilian, 2014). With this growing organizational structure of dispersed virtual team members comes new, unique, and difficult leadership challenges which are addressed by the e-leader (Hoch and Kozlowski, 2016). Liao (2017) defined virtual teams as “a collection of individuals who work on tasks that share varying degrees of interdependence and mutual accountability to accomplish a common goal.” While virtual teams are dynamic and take many forms, research has highlighted several commons factors which impact how these teams should be led. For example, Cheshin et al. (2013) found that most teams are partially, rather than exclusively, virtual. In studying the nature of dispersion amongst virtual teams, Krumm et al. (2013) identified cultural dispersion as the most common dimension of virtual teams. The organizational e-leader, then, is likely to lead a culturally diverse, partially virtual team. In their study of virtual teams, Gilson et al. (2015) identified leadership as one of the most pressing themes in research on virtual teams and considered e-leadership of virtual teams an opportunity for future research. Hill & Bartol (2016) found that effective e-leadership of virtual teams empowers team members by providing collaboration between e-leader and team member as well as collaboration between fellow team members. Hill & Bartol (2016) also found that virtual collaboration contributes to team performance, and that team performance is also enhanced when e-leaders interact with individual team members. Writing about collaboration between e-leader and virtual team members, Liao (2017) notes that current literature does not address the process by which the e-leader interacts with individual virtual team members in a way that builds and maintains relationships. Research proposal and purpose This mini-proposal will examine e-leadership of virtual teams in the context of a regional district of a Christian denomination within the United States. This district is led by a District Superintendent and is comprised of thirty-nine churches spread out over a four-state area in the midwestern United States. The leadership challenge presented here is direct responsibility and oversight for thirty-nine individual churches distributed over an area of more than 400,000 square miles. These thirty-nine churches are grouped into six “teams”, each of which has a virtual team leader. This qualitative study is an examination of e-leader/individual virtual team leader interaction and the perceived effect on virtual team cohesion and performance. In this study, the researcher will observe virtual interactions between the e-leader and virtual team leaders under his supervision. These virtual meetings consist of regularly scheduled video conferences between e-leader and virtual team leaders. Observations will be made by the researcher during virtual meetings between the e-leader and virtual team leaders. Furthermore, individual face-to-face interviews will be established between the researcher and virtual team leaders as a follow-up to these meetings. These meetings will be digitally recorded with audio-visual equipment and accompanied by copious written notes and observations on the part of the researcher. This is all accomplished in an effort to understand the perceived impact of virtual meetings between the e-leader and virtual team leaders. By studying these virtual professional development and coaching sessions between the e-leader and individual virtual team leaders, this study will provide e-leaders with research to positively improve their virtual team performance and effective e-leadership of virtual teams. Discussion of research This narrative study on virtual team e-leadership produced several outcomes for consideration. Communicating outcomes of research findings is an important responsibility of the researcher, as is communicating the process of data analysis and categorization. Orb (2001) commented that the burden of research is to persuade readers that research methodology, conceptualization, and justification are in competent hands. Goldberg (2015) noted that researchers must provide sufficient details to readers regarding qualitative data analysis when communicating their analysis process. There are, however, multiple considerations which researchers must take into account when communicating research findings and outcomes to readers. Denzin (2009) addressed the issue of subjective interpretation of qualitative research findings by readers, noting that narrative research is always open to interpretation by the researcher, and narrative research should be this way. Therefore, in communicating research findings and outcomes, the narrative should be interesting, memorable, and grab the attention of the reader (Gilgun, 2005). One method of communicating with an interesting and memorable narrative is to use quotations often in communicating the study to “bring in the voice of the participants” (Creswell and Poth, 2018). This also helps address and fulfill the purpose of the research. Researchers, then, must be keenly aware of the way they communicate. This is true not only from the perspective of narrative, but also from the internal perspective of the writer. Creswell and Poth (2018) noted that researchers should constantly engage in reflexivity where “the writer is conscious of the biases, values, and experiences that he or she brings to a qualitative research study.” These interactions with oneself, the research process, and research participants create other tensions which enter into the communications process. Any research including people requires awareness by the researcher of ethical issues that may be derived from interactions with participants (Orb, 2001). Orb (2001) also noted that “the research process creates tension between the aims of research to make generalizations for the good of others, and the rights of participants to maintain privacy.” Research outcomes Research outcomes of this study included the discovery that e-leadership of virtual teams is most effective when a “meaningful” connection exists and is fostered between e-leader and virtual team leaders. Within the context of this study, this “meaningful” connection surfaced in several ways. One team leader expressed a meaningful connection with the e-leader because, “we are both living our life toward the same purpose”. This deeply meaningful connection between this virtual team leader and the e-leader led to a greater sense of team cohesion, trust, and productivity. Another outcome was that virtual team members feel more supported, and are thus more effective, when regular face-to-face interactions supplement virtual interactions. These meetings may be infrequent in occurrence but must be consistently planned and regularly scheduled. All virtual team leaders expressed this thought regarding the impact of regular face-to-face meeting with the e-leader and its positive effect on their work. One virtual team leader remarked that, “our monthly meetings give me a chance to speak directly and personally with [the e-leader]. Afterwards, I feel better about situations that cause me anxiety.” This sentiment was expressed similarly by other virtual team members as well. These primary outcomes highlight the underlying discovery of the research: e-leadership of virtual teams is most effective when e-leaders prioritize regular and personal interactions with virtual team leaders which reinforce their deeply meaningful connection with one another. During these meetings, the opportunity for personal interaction not only reinforces this deeply meaningful connection, but it also allows them to seek counsel and guidance for practical problems. Conclusion Communicating research outcomes and findings is one of the most important tasks facing researchers. Consideration of ethics, interpretation, research design and process, researcher bias and values, and instilling confidence in the researcher and their abilities must not be neglected. In communicating the outcomes and findings from this research study, the researcher quoted directly from the participants for their voice to be heard. The researcher also disclosed the major findings of the research as well as a major categorization which emerged from the data collection and analysis process. Each of these steps were taken for three purposes: aiding the research participants in their context, contributing to the scholarly field of e-leadership, and instilling confidence in the reader about the research study and findings. References Avolio, B., Sosik, J., Kahai, S., Baker, B. (2013). E-leadership: Re-examining transformations in leadership source and transmission. The Leadership Quarterly, 25(1), 105-131. doi: 10.1016/j.leaqua.2013.11.003 Cheshin, A., Kim, Y., Nathan, D. B., Ning, N., & Olson, J. S. (2013). Emergence of differing electronic communication norms within partially distributed teams. Journal of Personnel Psychology, 12, 7–21. doi: 10.1027/1866-5888/a000076 Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: Sage. Denzin, N.K. (2009). The elephant in the living room: or extending the conversation sbout the politics of evidence. Qualitative Research, 9(2), 139-160. doi: 10.1177/1468794108098034 Gilson, L. L., Maynard, M. T., Young, N. C. J., Vartiainen, M., & Hakonen, M. (2015). Virtual teams research 10 years, 10 themes, and 10 opportunities. Journal of Management, 41(5), 1313–1337. doi: 10.1177/0149206314559946 Goldberg, A.E. & Allen, K.R. (2015). Communicating qualitative research: Some practical guideposts for scholars. Journal of Marriage & Family, 77, 3-22. doi: 10.1027/1866-5888/a000076 Hill, N. S., & Bartol, K. M. (2016). Empowering leadership and effective collaboration in geographically dispersed teams. Personnel Psychology, 69, 159–198. doi: 10.1111/peps.12108 Hoch, J. & Kozlowski, S. (2014). Leading Virtual Teams: Hierarchical Leadership Structural Supports, and Shared Team Leadership. Journal of Applied Psychology, 99(3), 390–403. doi: 10.1037/a0030264 Kiesenbauer, J. & Zerfass, A. (2015). Today's and tomorrow's challenges in public relations: Comparing the views of chief communication officers and next generation leaders. Public Relations Review, 41(4), 422-434. doi: 10.1016/j.pubrev.2015.05.013 Krumm, S., Terwiel, K., & Hertel, G. (2013). Challenges in norm formation and adherence. Journal of Personnel Psychology, 12, 33–44. doi: 10.1027/1866-5888/a000077 Liao, C. (2017). Leadership in virtual teams: A multilevel perspective. Human Resource Management Review 27, 648–659. doi: 10.1016/j.hrmr.2016.12.010 Lilian, S.C. (2014). Virtual teams: Opportunities and challenges for e-leaders. Contemporary Issues in Business, Management and Education, 110, 1251 - 1261. doi: 10.1016/j.sbspro.2013.12.972 Mertens, D.M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: SAGE. Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of Nursing Scholarship, 33(1), 93-96. doi: 10.1027/1866-5888/a000076 Sarros, J. C., Luca, E., Densten, I., & Santora, J. (2014). Leaders and their use of motivating language. Leadership & Organizational Development Journal, 35(3), 226-240. doi: 10.1108/LODJ-06-2012-0073 Savolainen, T. (2014). Trust-building in e-leadership: A case study of leaders' challenges and skills in technology-mediated interaction. Journal of Global Business Issues, 8(2), 45-56. Retrieved from www.globip.com/globalinternational.htm Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633-642. Retrieved from http://amj.aom.org Create a Data Analysis
BTM 8108, Assignment 3 DuBose, Justin Z. Dr. Craig Martin 5 August 2018 Introduction Qualitative research is a type of research utilized by researchers seeking to understand how events impact actors and how actors interpret such events (Suddaby, 2006). In accomplishing these objectives, four methods of data collection are used for gathering qualitative information: interviews, observations, documents, and audio-visual materials (Creswell & Poth, 2018). Each of these four methods can be utilized within five different types of qualitative studies. These five qualitative studies are narrative, phenomenological, grounded theory, ethnography, and case studies (Creswell & Poth, 2018). This proposal will be for a qualitative study designed utilizing case study research. Case study research Case study research is one form of qualitative research. In case study research, the researcher is focusing on examining a single setting for the purpose of understanding the dynamics at work between actors in that setting (Eisenhardt, 1989). Gomm, Hammersley, & Foster (2009) concurred, noting that the primary goal of case study research is to discover causal relationships in one case, not to determine whether they exist elsewhere. As one researcher noted, case study researchers examine “a contemporary phenomenon in its real-life context” (Yin, 1981). Case study research can serve one of two research purposes: to test theory or to generate theory (Eisenhardt, 1989). The primary difference in theory-testing research and theory-generating research is that theory-generating research typically uses multiple data collection methods. Case study researchers may utilize archival records, fieldwork, observations, verbal reports, or any combination of these methods for data collection (Yin, 1981). Theory-testing research may sufficiently use a singular method of data collection (Eisenhardt, 1989). Carson et. al (2001) noted that, regardless of methodology selection by the researcher, thirty or more interviews are necessary for data saturation in any case study research. One major distinguishing factor of case study research is the burden of narrative writing present upon the researcher in communicating their findings (Yin, 1981). Yin noted that “the typical case study report is a lengthy narrative that follows no predictable structure and is hard to write and hard to read (Yin, 1981). Lincoln & Cuba (2002) noted that good narrative writing in case study research possesses four common characteristics: unity, overall organization, clarity, and craftsmanship. There is, therefore, a creative element present is the presentation of data discoveries by the case study researcher. The findings of the researcher will be better received by recipients if research categories and concise, clearly defined, and crafted in a well-organized manner. E-leadership of virtual teams The phenomena under investigation in this mini-proposal deals with e-leadership of virtual teams. E-leadership is an academic field of study that has emerged since the turn of the millennium (Savolainen, 2014) which involves organizational leadership of highly technological structures stretched over different cultures and geographic regions (Avolio, 2014). These widely dispersed organizational structures led to the advent and implementation of virtual teams (Lilian, 2014). With this growing organizational structure of dispersed virtual team members comes new, unique, and difficult leadership challenges which are addressed by the e-leader (Hoch and Kozlowski, 2016). Liao (2017) defined virtual teams as “a collection of individuals who work on tasks that share varying degrees of interdependence and mutual accountability to accomplish a common goal.” While virtual teams are dynamic and take many forms, research has highlighted several commons factors which impact how these teams should be led. For example, Cheshin et al. (2013) found that most teams are partially, rather than exclusively, virtual. In studying the nature of dispersion amongst virtual teams, Krumm et al. (2013) identified cultural dispersion as the most common dimension of virtual teams. The organizational e-leader, then, is likely to lead a culturally diverse, partially virtual team. In their study of virtual teams, Gilson et al. (2015) identified leadership as one of the most pressing themes in research on virtual teams and considered e-leadership of virtual teams an opportunity for future research. Hill & Bartol (2016) found that effective e-leadership of virtual teams empowers team members by providing collaboration between e-leader and team member as well as collaboration between fellow team members. Hill & Bartol (2016) also found that virtual collaboration contributes to team performance, and that team performance is also enhanced when e-leaders interact with individual team members. Writing about collaboration between e-leader and virtual team members, Liao (2017) notes that current literature does not address the process by which the e-leader interacts with individual virtual team members in a way that builds and maintains relationships. Research proposal and purpose This mini-proposal will examine e-leadership of virtual teams in the context of a regional district of a Christian denomination within the United States. This district is led by a District Superintendent and is comprised of thirty-nine churches spread out over a four-state area in the midwestern United States. The leadership challenge presented here is direct responsibility and oversight for thirty-nine individual churches distributed over an area of more than 400,000 square miles. These thirty-nine churches are grouped into six “teams”, each of which has a virtual team leader. This qualitative study is an examination of e-leader/individual virtual team leader interaction and the perceived effect on virtual team cohesion and performance. In this study, the researcher will observe virtual interactions between the e-leader and virtual team leaders under his supervision. These virtual meetings consist of regularly scheduled video conferences between e-leader and virtual team leaders. Observations will be made by the researcher during virtual meetings between the e-leader and virtual team leaders. Furthermore, individual face-to-face interviews will be established between the researcher and virtual team leaders as a follow-up to these meetings. These meetings will be digitally recorded with audio-visual equipment and accompanied by copious written notes and observations on the part of the researcher. This is all accomplished in an effort to understand the perceived impact of virtual meetings between the e-leader and virtual team leaders. By studying these virtual professional development and coaching sessions between the e-leader and individual virtual team leaders, this study will provide e-leaders with research to positively improve their virtual team performance and effective e-leadership of virtual teams. Data Analysis Methodologies Researchers have noted that the “most complicated step in the research process is that of analysis (Gliner, Morgan, & Leech; 2009). Consequently, it is important that qualitative researchers spend significant time conducting proper and fitting data analysis. While conducting qualitative case study analysis, the researcher remains as the analyst of collected data regardless of which available tools are utilized to assist in the analysis process (Leech & Onwuegbuzie: 2011). There are many available tools to assist the researcher in data collection. One popular tool frequently employed by qualitative data researchers is the computer analysis tool known as “NVivo”. McLafferty & Farley (2006) noted that not only is the process of data analysis sped up by utilizing software such as NVivo, but data preparation and data management are as well. NVivo is helpful to researchers in coding, categorizing, and analyzing research data. For this qualitative case study in the field of e-leadership, NVivo will be utilized for data categorizing and analysis. Constant Comparison Analysis Leech & Onwuegbuzie (2011) noted seven types of qualitative data analysis: constant comparison analysis, classical content analysis, keyword-in-context, word count, domain analysis, taxonomic analysis, and componential analysis. This qualitative case study research will utilize constant comparison analysis. Constant comparison analysis is frequently utilized in narrative qualitative research. In constant comparison analysis, text from speeches and interviews with research participants are entered into the coding software. The software then takes words and phrases used by the participants and compares these words and phrases to the rest of the data. From this coding of data, themes begin to emerge and are categorized into larger groups (Davis & Meyer, 2009). Data collection and coding Creswell and Poth (2018) noted that there are seven phases of data collection for the qualitative researcher: locating the site, gaining access and building rapport, purposefully sampling, collecting data, recording information, resolving field issues, and storing data. At this point, the site has been located and access has been granted by the organization. The process of purposefully sampling district pastors has already taken place, and what remains is the issue of data collection and coding. Data collection and coding will be accomplished by interviewing and observing six virtual team leaders within the district. Each virtual team leader has multiple pastors distributed over a large geographic area. These groups will be labeled accordingly with corresponding roman numerals of I, II, III, IV, V, and VI. During the three-month period of this study, bi-weekly virtual meetings between e-leader and virtual team leader are observed by the researcher. The initial interviews will be conducted at the outset of the study with subsequent interviews being conducted after each virtual interaction between e-leader and virtual team leaders during the three-month observation period. These interviews add up to thirty-six unique interviews throughout the case study, which accounts for sufficient data saturation (Carson et. al, 2001). These meetings are for the purpose of professional development and individual coaching sessions of virtual team leaders. These interactions will be labeled accordingly as d (professional development), or c (coaching), depending on the primary purpose of the virtual meeting. Observations are recorded by the researcher during the course of these meetings, and follow-up face-to-face interviews are scheduled with each virtual team member for the purpose of discerning team leader’s perception of leader effectiveness, meeting impact, and individual benefit. Data collection for this qualitative case study will be accomplished through face-to-face interviews with individual team leaders by the researcher. These interviews will be recorded with digital audio/visual equipment and observations will be recorded and documented by the researcher. This method of data collection by conducting interviews is the most common data collection methodology employed in current literature on e-leadership (Chua, 2017) ; (Kiesenbauer, 2015) ; (Sarros, 2014) ; (Savolainen, 2014). The interviews for this study take the longitudinal approach which will tracks responses of virtual team leaders over a three-month period (Mertens, 2015). NVivo will be the software utilized by the researcher for this coding process. Conclusion As data is collected from research participants, it will be iteratively entered into the NVivo software. The qualitative analytical approach of constant comparison analysis will assist in the coding and recorded interview data collected from research participants. This coding will then be translated into larger themes which will emerge from the data itself. From there, it is the role of the researcher to consider these themes in the context of participant narratives. This will provide the researcher with the resulting hypotheses regarding the effect of e-leadership on virtual team leaders in this case study. References Avolio, B., Sosik, J., Kahai, S., Baker, B. (2013). E-leadership: Re-examining transformations in leadership source and transmission. The Leadership Quarterly, 25(1), 105-131. doi: 10.1016/j.leaqua.2013.11.003 Case-based research. (2001). In Carson, D., Gilmore, A., Perry, C., & Gronhaug, K. Qualitative marketing research (pp. 92-112). London: SAGE Publications Ltd. doi: 10.4135/9781849209625 Cheshin, A., Kim, Y., Nathan, D. B., Ning, N., & Olson, J. S. (2013). Emergence of differing electronic communication norms within partially distributed teams. Journal of Personnel Psychology, 12, 7–21. doi: 10.1027/1866-5888/a000076 Chua, Y.P., & Chua, Y.P. (2017). How are e-leadership practices in implementing a school virtual learning environment enhanced? Computers & Education, 109, 109 –121. doi: 10.1016/j.compedu.2017.02.012 Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: Sage. Davis, N. W., & Meyer, B. B. (2009). Qualitative data analysis: A procedural comparison. Journal of Applied Sport Psychology, 21(1), 116-125. Eisenhardt, K.M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532-550. Retrieved from http://www.aom.org/amr Gilson, L. L., Maynard, M. T., Young, N. C. J., Vartiainen, M., & Hakonen, M. (2015). Virtual teams research 10 years, 10 themes, and 10 opportunities. Journal of Management, 41(5), 1313–1337. doi: 10.1177/0149206314559946 Gomm, R., Hammersley, M., & Foster, P. (2009). Case study method London, : SAGE Publications Ltd doi: 10.4135/9780857024367 Hill, N. S., & Bartol, K. M. (2016). Empowering leadership and effective collaboration in geographically dispersed teams. Personnel Psychology, 69, 159–198. doi: 10.1111/peps.12108 Hoch, J. & Kozlowski, S. (2014). Leading Virtual Teams: Hierarchical Leadership Structural Supports, and Shared Team Leadership. Journal of Applied Psychology, 99(3), 390–403. doi: 10.1037/a0030264 Kiesenbauer, J. & Zerfass, A. (2015). Today's and tomorrow's challenges in public relations: Comparing the views of chief communication officers and next generation leaders. Public Relations Review, 41(4), 422-434. doi: 10.1016/j.pubrev.2015.05.013 Krumm, S., Terwiel, K., & Hertel, G. (2013). Challenges in norm formation and adherence. Journal of Personnel Psychology, 12, 33–44. doi: 10.1027/1866-5888/a000077 Leech, N. L., & Onwuegbuzie, A. J. (2011). Beyond constant comparison qualitative data analysis: Using NVivo. School Psychology Quarterly, 26(1), 70-84. Liao, C. (2017). Leadership in virtual teams: A multilevel perspective. Human Resource Management Review 27, 648–659. doi: 10.1016/j.hrmr.2016.12.010 Lilian, S.C. (2014). Virtual teams: Opportunities and challenges for e-leaders. Contemporary Issues in Business, Management and Education, 110, 1251 - 1261. doi: 10.1016/j.sbspro.2013.12.972 Lincoln, Y. & Cuba, E. (2002). Judging the quality of case study reports. In Huberman, A. M., & Miles, M. B. The qualitative researcher's companion (pp. 204-215). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781412986274 McLafferty, E., & Farley, A. H. (2006). Analysing qualitative research data using computer software. Nursing Times, 102(24), 34-36. Mertens, D.M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: SAGE. Sarros, J. C., Luca, E., Densten, I., & Santora, J. (2014). Leaders and their use of motivating language. Leadership & Organizational Development Journal, 35(3), 226-240. doi: 10.1108/LODJ-06-2012-0073 Savolainen, T. (2014). Trust-building in e-leadership: A case study of leaders' challenges and skills in technology-mediated interaction. Journal of Global Business Issues, 8(2), 45-56. Retrieved from www.globip.com/globalinternational.htm Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633-642. Retrieved from http://amj.aom.org Yin, R.K. (1981). The case study crisis: Some answers. Administrative Science Quarterly, 26, 58-65. Retrieved from https://www.johnson.cornell.edu/Administrative-Science-Quarterly |
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